2. universitelerde psikolojik danismanlik sempozyumu_ozet bildiriler

8/8/2019 2. Universitelerde Psikolojik Danismanlik Sempozyumu_Ozet Bildiriler

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II. NVERSTELERDE

PSKOLOJK DANIMA

VE REHBERLKSEMPOZYUMU

zet Bildiriler Kitab

PROCEEDINGS OF 2nd SYMPOSIUM

OF PSYCHOLOGICAL

COUNSELING AND GUIDANCE

AT UNIVERSITIES

Abstracts Book

Editrler / Editors:Hatice Gne - N.Ekrem Dzen


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niversitelerde Psikolojik Danma ve Rehberlik Sempozyumu (2.: 2007: stanbul)

II. niversitelerde Psikolojik Danma ve Rehberlik Sempozyumu zet bildiriler kitab: 7-8

Haziran 2007 = Proceedings o 2nd

Symposium o Psychological Counseling and Guidance at

Universities abstracts book : 7-8 June 2007 / ed. Hatice Gne, N. Ekrem Dzen. stanbul:

Sabanc niversitesi, 2007.iv, 48 p. ; cm. (Sabanc niversitesi Yaynlar)

ISBN 978-605-4348-09-1

1. Counseling in higher education Congresses. I. Gne, Hatice. II. Dzen, N. Ekrem.

III. Proceedings o 2nd

Symposium o Psychological Counseling and Guidance at Universitiesabstracts book : 7-8 June 2007 IV. Sabanc niversitesi Yaynlar

LB2343.55 2007


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Editrler / Editors:Hatice Gne - N.Ekrem Dzen

II. NVERSTELERDE

PSKOLOJK DANIMA

VE REHBERLK SEMPOZYUMU

zet Bildiriler Kitab

II. niversitelerde Psikolojik Danma ve Rehberlik Sempozyumu

7-8 Haziran 2007

Sabanc niversitesi Gsteri Merkezi, stanbul

PROCEEDINGS OF 2nd

SYMPOSIUM

OF PSYCHOLOGICAL

COUNSELING AND GUIDANCE

AT UNIVERSITIES

Abstracts Book

2ndSymposium o Psychological Counseling and Guidance at Universities

7-8 June 2007

Sabanc University, Convention Center, Istanbul


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DZENLEME KURULU

Mehin Akhun Hacettepe niversitesi

Cumhur Amasyal Ik niversitesi

Tlin Arman Boazii niversitesi

Alev avdar stanbul Bilgi niversitesi

N. Ekrem Dzen zmir niversitesiala Glol Sabanc niversitesi

Derya nceolu Sabanc niversitesi

Yudit Namer Boazii niversitesi

Sevil Taner Ko niversitesi

Sabanc niversitesi, Gsteri Merkezi, Orhanl, Tuzla 34956 stanbul

II. niversitelerde Psikolojik Danma ve Rehberlik Sempozyumu zet Bildiriler Kitab2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book


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i

NDEKLER

Editrlerin Sunuu (Hatice Gne & N. Ekrem Dzen)

Gelien Bir Uygulama ve Aratrma Alan Olarak niversitelerdePsikolojik Danmanlk(N. Ekrem Dzen)

niversite Psikolojik Danma ve Rehberlik Merkezlerinin Rol ve levleri:Gelimeler ve Snrllklar (Cem Ali Gizir)

niversite Danmanlnda Yaadmz Sorunlar ve Gelimeler (Deniz Albayrak-Kaymak)

ada Rehberlik Sistemleri (Hatice Gne & zlem an)

Yksekrenimde Engelli renciler ve Destek Sistemleri (Elzi Menda)

Akran Danmanl Programnn Etkililii zerineDeneysel Bir alma: Ege niversitesi rnei (Mine Alada)

Adnan Menderes niversitesi Genlik Sorunlar Aratrma veUygulama Merkezi (AD-GEN): zgn Bir Deneyim (Mehmet Eskin & Gler Kksal)

Dou niversitesi Psikoloji Merkezi (DPEM) (Serap zer)

Yksekretimde Psikolojik Danma ve Rehberlik Uygulamalar:Atlm niversitesi Modeli (B. Dilek Karaduman)

Psikoloji ve Psikoterapide Bir Kltrleraras Uyum Modeli veUygulama rnekleri (Meral ulha)

Kiileraras Kabul: niversitelerde Uygulamalar (Fato Erkman)

niversite rencilerinin Yalnzlk Dzeylerinin Baz Deikenlere Gre ncelenmesi(zden Tagn, Selahattin Avarolu, Barbaros Yaln, Nazan Karaolu, & zgl Bike Ycalan)

niversite rencilerinde Psikodramann Kayg ve Depresyonzerindeki Etkisi (Alev avdar &Ayegl Kumanl Gne)

niversite Psikolojik Danmanlnda Yeni Bir Yaklam ve Uygulama: Snfa Terapi(zden Uslu, Mari Ito-Alptrer, lk Tosun, & Emin Doan Aydn)

Geliimsel Yaklama Gre Yksekretimde Psikolojik Danma veRehberlik Hizmetleri (Binnur Yeilyaprak)

1

5

9

15

19

23

27

29

31

33

35

37

39

41

45

47


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ii

ORGANIZING COMMITTEE

Mehin Akhun Hacettepe University

Cumhur Amasyal Ik University

Tlin Arman Boazii University

Alev avdar stanbul Bilgi University

N. Ekrem Dzen zmir University

ala Glol Sabanc University

Derya nceolu Sabanc University

Yudit Namer Boazii University

Sevil Taner Ko University

Sabanc University Convention Center, Orhanl, Tuzla, 34956 Istanbul, Turkey


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iii

CONTENTS

Editors Introduction (Hatice Gne & N. Ekrem Dzen)

Counseling in Universities: A Developing Area o Application and Research (N. Ekrem Dzen)

Roles and Functions of University Counseling Services: Developments and Limitations (Cem Ali Gizir)

Problems and Advances we Experience in University Counseling (Deniz Albayrak-Kaymak)

Contemporary Counseling Systems (Hatice Gne & zlem an)

Students With Disabilities and Support Systems in Higher Education (Elzi Menda)

An Experimental Study on the Efectiveness o Peer Helping Program:The Sample o Ege University (Mine Alada)

Adnan Menderes University Youth Research and Application Center:AD-GEN (Mehmet Eskin & Gler Kksal)

Dou University Psychology Center (DPEM) (Serap zer)

Psychological Counseling and Guidance Applications In Higher Education:Atlm University Model (B. Dilek Karaduman)

A Model o Cross Cultural Adjustment in Psychology and Psychotherapy (Meral ulha)

Interpersonal Acceptance: Application in Universities (Fato Erkman)

An Examination o University Students Loneliness Levels.(zden Tagn, Selahattin Avarolu, Barbaros Yaln, Nazan Karaolu, & zgl Bike Ycalan)

Efects o Psychodrama on Anxiety and Depression Levels among University Students(Alev avdar & Ayegl Kumanl Gne)

A New Approach and Application in University Psychological Counseling Services:Therapy in the Classroom (zden Uslu, Mari Ito-Alptrer, lk Tosun, & Emin Doan Aydn)

Psychological Counseling and Guidance Services at High Education with respect toDevelopmental Approach (Binnur Yeilyaprak)

3

7

12

17

21

25

28

30

32

34

36

38

40

43

46

48


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iv


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1

EDTRLERN SUNUU

lkemiz niversitelerinde giderek artan sayda psikolojik hizmet birimlerininkurulduunu grmek sevindiricidir. Her ne kadar bu say niversite saysndaki

arta paralel ykselmiyorsa da belirli bir eiin alm olduu sylenebilir. Bir

yandan psikolojik hizmetlere ynelik talebin oalmas dier yandan bu hizmetlerin

nemini kavrayabilen yneticilerin ortaya kmas psikolojik danmanlk

birimlerinin (PDM) kurulmasn ve hizmet sunmasn kolaylatrmaktadr. te

yandan uluslararas standartlarda hizmet sunma kapasitesine sahip PDMlerin

her niversitede kurulmas PDMlerin rol ve ilevlerinin dinamik bir tanmakavumasna ve zgn zelliklerine uygun dzenlemelerin hayata geirilmesine

baldr.

niversitelerde Psikolojik Danmanlk ve Rehberlik Sempozyumu bu ihtiyalarn

iyice hissedilmekte olduunun bir iaretidir. Bu Sempozyumun niversitelerde

psikolojik hizmet sunan tm uzmanlar tarandan sahiplenilmesi nemlidir. levsiz

ekimelerin psikolojik hizmet alanndan uzak tutulmas bu alann gelimesinin ilk

artdr. Gerekli ve yeterli olann uzmanlk eitimi ve denetimli deneyim olduuhibir zaman unutulmamaldr. niversitelerde uzmanlar iin zengin aratrma ve

uygulama rsatlar vardr. niversitede psikolojik hizmetler kapsamnda yaplacak

aratrma ve uygulamalar hem bu alann hem de yakn almalarda bulunan dier

disiplinlerin kendi z deerlendirmelerine ve karlkl ilikilerine ok nemli katk

salayacaktr.

II. niversitelerde Psikolojik Danma ve Rehberlik Sempozyumu zet Bildiriler

Kitab bu alanda beliren ihtiyalar karlamaya ynelik bir ilk adm niteliindedir.

Elinizdeki kitabn uzun saylabilecek bir gecikmeyle hazrlanm olmasn, bu alann

kendine zg kurumsallama zorluklarnn bir iareti olarak deerlendirmenizi

temenni ediyoruz. Umuyor ve diliyoruz ki bu kitap bundan sonra bu alanda

yaplacak almalar ortak bir deneyim birikimine dntrmey nclk eder.

Sempozyum Bildiriler Kitab, uluslararas dzlemlerde tarama ve takip kolayl

salamak amacyla almalarn hem Trke hem de ngilizce zetlerinibarndrmaktadr. Uluslararas standartlarda hizmet retme ve sunmas beklenen

bir alanda ilk almalardan balayarak bu standartlara uygun davranma gayretini

nemsiyoruz.


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2

Sempozyuma nclk eden ve bu ortak zemini ilk olarak niversitelerde Psikolojik

Danmanlk ve Rehberlik Gnleri olarak dzenleyen Ko niversitesi Psikolojik

Danmanlk Birimi uzmanlar Pelin etinkaya, Meltem Aydodu, ve Sevil Tanernemli bir misyon balatmtr. Sabanc niversitesi Bireysel Danmanlk Birimi

de bu zemini gelitirmeyi ve misyonu srdrmeyi amalamtr. Bu erevede,

Sempozyumun dzenlendii tarihte Sabanc niversitesi Bireysel ve Akademik

Geliim Merkezi (BAGEM) Direktr Mnire Arkola kran borluyuz.

yelerimiz Do. Dr. Meral ulha, Dr. ala Glol, ve Uzm.Psk. Yudit Namerin

ok nemli katklarn anmadan gememeliyiz. Dzenlemenin her aamasnda

zverili desteini sunan, dnemin BAGEM dari Asistan Nee Aktua ve renci

asistanlarmza da teekkr ediyoruz. Kukusuz, Sempozyum Yrtme Kurulu

bu nc giriim nedeniyle zel bir teekkr hakediyor. Elbette, almalarn bu

Sempozyum araclyla paylaan tm katlmclara da teekkrlerimizi sunuyoruz.

Hedemiz bu Sempozyumun srekliliinin salanmasdr. Diliyor ve umuyoruz

ki nmzdeki yllarda Sempozyum gerek kapsam gerek ierik olarak geliecek,

genileyecek ve bu alann zerk bir alma alan olarak kurumsallamasnn

yolunu aacaktr.

Dr. Hatice Gne Dr. N. Ekrem Dzen1

Sabanc niversitesi zmir niversitesi

1 Sempozyum tarihinde Sabanc niversitesi yesi


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3

EDITORS INTRODUCTION

It is gratifying to observe that psychological counseling units are increasingly

coming into service at universities of our country. Although, this number does

not increase parallel to the increase in number of universities, it could be noted

that a certain threshold had already been exceeded. A growing demand for

psychological services on one hand and a growing number of administrators who

perceive the importance of these services on the other facilitate the launching

of psychological counseling units than earlier times. Nevertheless, establishing

psychological counseling units, in each and every university, having the capacity

to offer services at international standards entail a number of requirements.

These requirements include dynamic definitions of roles and functions of

psychological counseling units within the framework of practically applicable

by-laws and regulations specifically tailored to suit these units.

II. Symposium of Psychological Counseling and Guidance at Universities is itself

a significant sign that these basic needs are being thoroughly felt. In this sense,

it is important for this Symposium to be owned by all psychological counselingexperts at universities. The development of this field is possible only by

keeping away from dysfunctional quarrels. It should never be disregarded that a

combination of recognized expertise and supervised experience composes both

the necessary and the sufficient condition for being able to offer psychological

services. There are infinitely rich research and application opportunities in

universities waiting for experts. Research in and application of psychological

services within the context of universities would contribute significantly to self-

evaluations of the field itself as well as and interrelationships between fields

working on close domains.

2nd Symposium of Psychological Counseling and Guidance at Universities

Abstracts Book is a first attempt to respond to the needs rapidly emerging in

this area. We wish you deem the delay in preparation of this Proceedings is an

indication of inherent difficulties frequently encountered during the process of

institutionalization of which this area encounters. We hope that this book wouldpioneer to transform work in this area into a common ground of experience and

sharing

The present book include both Turkish and English versions of presentations

in order to facilitate access and contact by international networks. We find it


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4

important to follow international standards in a field devoting itself to produce

and provide services at high standards.

We are pleased to express our indebtedness to several people. The experts in

Ko University Psychological Counseling Services Unit; Pelin etinkaya, Meltem

Aydodu, and Sevil Taner assumed a mission by initiating this Symposium

and helped it to become a common ground for us all under the designation

of Istanbul Psychological Counseling and Guidance Days. Sabanc University

Individual Counseling Center aspired to expand this ground and continue the

mission. In this sense, we are thankful to Munire Arkol, Director of Center for

the Individual and Academic Development at the time of the Symposium. We

must not skip mentioning valuable contributions of Individual Counseling Center

members; Assoc. Prof. Meral ulha, PhD ala Glol and PhD candidate Yudit

Namer. We also express our thanks to then administrative assistant Nee Aktu

and assistant students for their invaluable help at every step of the organization

of this Symposium. The steering committee deserves special thanks for their

pioneer endeavor. Finally, we should express our thanks to all Symposium

participants who showed their diligent motivation.

In the long run, we aim to sustain an uninterrupted continuation of this Symposium.

We hope and wish that in the forthcoming years this Symposium will expand and

develop in terms of scope and content, giving way to institutionalization of this

field, to become an autonomous area of research and application.

Hatice Gne, PhD N. Ekrem Dzen, PhD

Sabanc University zmir University


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5

Gelien Bir Uygulama ve Aratrma Alan Olarak

niversitelerde Psikolojik DanmanlkN. Ekrem Dzen

zmir niversitesi

Uluslararas standartlar, niversitelerde psikolojik hizmetlerin zel olarak

tasarlanm bir ereve iinde ele alnp deerlendirilmesi gerektiini

gstermektedir. Bu gereklilik, niversitelere zg zelliklerden, bu zelliklerin iaret

ettii hizmet eitlilii ve sunum biimlerinden kaynaklanmaktadr. niversitetoplumu arlkl olarak belirli geliim evrelerinde bulunan, zel bir renme ve

yaama evresini paylaan, bireysel hedeere sahip ancak benzer amalar etranda

bir araya gelmi kiilerden olumaktadr. Bu toplumda psikolojik hizmet ilkeleri

deimeyecektir; ancak, ihtiyalarn baz alanlarda younlamas veya arkllamas

olaandr. te yandan genel psikolojik hizmetlerin henz gelime srecinde olduu

lkemizde bu zel balama gre gelitirilmi program, eitim, ve rgtlenmeler

bulunmamaktadr. Gnmzde bu hizmetler her niversitenin kendi bnyesinde

edindii deneyimlerle yrtlmektedir. Psikolojik danma merkezlerinin (PDM)hizmetleri henz ortak bir paylam zemini bulabilmi deildir ve ortak deneyime

dnme srecine girmemitir.

Dolaysyla PDMlerin rol ve ilevleri ile hizmet sunum dzenlemelerinin

doas ncelikle hizmet sunan uzmanlar tarandan iyi anlalmadr. Bu ise yine

disiplinin kendi metodolojisi ve olanaklaryla gerekletirilmelidir. Bu anlamda

niversitelerde ihtiya duyulan ve talep edilen psikolojik hizmetlerin hangialardan genel psikolojik hizmetlerle benzerlikler ve arkllklar gsterdii

balbana bir alma alan olarak ortaya kmaktadr. Bu alma alannda

saysz aratrma bal bulunaca aktr. lkemizin zgl koullar daima gz

nnde tutularak niversite toplumunu ve bu toplumun dinamik yapsn yakndan

tanmay salayacak aratrma balklar byk bir kme oluturmaktadr. Dier bir

byk balk kmesi ise yine niversite toplumunun psikolojik hizmet taleplerinin

nasl ekillendii ve hangi alanlarda younlatdr. Bu iki kme bir arada

dnldnde PDMlerin niversitelerdeki dier destek birimleriyle iliki veibirlii konular da nc bir balk kmesi olarak kendiliinden belirmektedir.

Dier yandan, PDMlerin nnde bulunan bu byk alma alan sadece aratrma

ve hizmet sunum dzenlemelerini deil uygulama alannda yer almas gereken

yenilikleri de haber vermektedir. Psikolojik hizmetler alannda niversitenin


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dinamik doasndan kaynaklanan talep arkllamasnn, bu hizmetlerin sunum

biimlerinde bir akllamaya yol amas olaandr. Baka bir deyile, bu alanda

hizmet sunan uzmanlarn repertuarnda bulunan uygulama yntem, ara, vetekniklere yenilerinin eklenmesi veya var olanlarda deiiklikler yaplmas

doal bir gerekliliktir. Kukusuz psikolojik hizmet alannda ok sayda etkili

ara bulunmaktadr. Bu aralarn niversitelerde ilevsel olarak kullanlabilmesi

uygulamann da niversitenin doas gz nnde bulundurularak yaplmasyla

mmkndr. Bu anlamda PDMler, niversite toplumunun ilevsel uyumuyla

ilgili katk sunarken kendisi de niversite yaamna uyum gelitirme iiyle kar

karyadr.

rneklemek gerekirse, niversite yaam belirli dnemlerde belirli ilerin

tamamlanmasnn zorunlu klnd son derece somut hedeerle ekillenmi bir

yaam alandr. Dier yandan ayn yaam alannda belirsiz veya zorunlu olmayan

iler ve yaam grevleri de yer almaktadr. Bir anlamda niversite yaam, biri

zorunlu programlara dieri kiilerin insiyatierine gre ekillenen bu iki ana

grevin birlikte ve dengeli olarak yerine getirildii uyumlu bir yaam biimini

gerektirmektedir. Bireylerin tm kiisel zelliklerinin ve bu evrede yaayabilecekleritm deneyimlerin bu denge denkleminde yer almas gerekmektedir. Bu noktada

PDM, sadece bireylerin deil niversite yaamnn da genel uyumuna ok nemli

bir katk yapma potansiyeline sahiptir. Bu potansiyelin gereklemesi, PDM

uygulamalarnn niversite erevesinin gerektirdii zorunlu ve insiyatie bal

grevler balamnda yeniden ve dinamik olarak adapte edilmesiyle mmkndr.

Bylece niversitelerde psikolojik danmanlk hizmetleri lkemizde kendine zg

zellikler tayan bir alma alan olarak yeniden ortaya kmaktadr. Dier yandanbu durum, gelimi dnya iin ne yeni ne de z itibaryla tartmal bir durumdur.

Baka hizmet ve destek alanlarnda olduu gibi psikolojik hizmetler alannda da

lkemize uygun adaptasyon ve dzenleme sistemleri kurulmas gerektii aktr.

Bu anlamda, temel ilkelerin ve dzenlemelerin yerleik hale getirilmesinin

nnde ilkesel bir engel bulunmadn saptamak da nemlidir. Ayn zamanda

bu durum lkemizde genel psikolojik hizmetlerin daha kkl ekilde yerlemesi

iin nemli bir rsat sunmaktadr. Psikolojik hizmetlerin niversitelerdenbalayarak yaplandrlmas ve alann gerektirdii dzenlemelere kavuturulmas

dier tm psikolojik hizmetlerle ilgili yaplandrma ve dzenleme ilerine olumlu

katk salayacaktr. Psikolojik hizmet sunum ve dzenlemelerinin akademideki

uygulamalardan balayarak yaplandrlmas inandrcl yksek iyi rnekler

oluturacaktr.


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7

Counseling in Universities: A Developing Area of Application

and Research

N. Ekrem Dzen

zmir University

International standards clearly ordain that counseling services at universities

should be dealt in a specially designed frame. This requirement arises from

unique features of universities and due variations in service offerings those unique

features point out. University society consists mainly of people who go throughspecific developmental stages, share a special learning and living environment, and

have individual aims while getting along with shared goals. In this society, basic

principles of psychological services are not expected to change; however, it is

predictable that psychological needs center upon in some areas than others and

in differential ways. On the other hand, there is no supportive program, training

or organization targeting this special context in our country where general

psychology services, too, are still in the process of development. Today, these

services are carried out by sole experiences being accumulated within the body of

each separate university. The counseling units did not yet had founded a common

ground of sharing; neither they are in the process of converting these experience

into a common knowledge.

Therefore, the roles, functions, and the nature of service provision regulations of

counseling should comprehensively be understood, in the first place, by experts

offering services in those units. As a matter of course, the methodology and utilities

of the discipline are natural means in such understanding. In this sense, the search

for similarities and differences between counseling at universities and general

psychological services emerge as a vast field of inquiry. It is obvious that in this

field there will be unlimited research topics. Not disregarding the unique state of

affairs specific to our country, research topics that enable a close understanding of

university dynamics, including its society, comprise one large cluster. Another large

cluster consists of assessing psychological service demands of university society

with respect to areas of concentration and frequency. Taken these two together,the ways of collaboration between counseling services and other support facilities

in universities emerge as a third cluster of research topics, unpretentiously.

Nevertheless, this vast area of study encompasses not only fields of research but

essential improvements and novelties in the field of application. It is expectedly


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8

usual that dynamic nature of universities might have a differentiating effect on

demands with regard to psychological services. This logically follows that new

methods, tools and techniques should be added to or renewed in the repertoire ofexperts serving in these units. Apparently there are already effective tools in the

field of psychological services. Functional use of these tools within a university

framework is possible only by taking into account the nature of university dynamics.

In this sense, university counseling units are also face the challenge of adjusting

themselves to university life while contributing university society to adjust to the

university and to life.

More specifically, university life is shaped by certain tasks that are supposed to

be accomplished by certain stages throughout a predefined schedule. On the

other hand, the same life space brings about uncertain and unobligated tasks.

Therefore, it is implicit in these two types of charges that university life is shaped

by this tension of balancing obligatory and nonobligatory tasks. All characteristics

and experiences of individuals are called for help to take a role in this equation.

At this point, counseling units have the potential to contribute not only to

individuals but also universitys life in general to help balance their adjustmentfunction. Actualization of this potential is viable if and when counseling units

adapt themselves and their service applications to the dynamic context of those

obligatory and nonobligatory tasks. Hence, psychological counseling in universities

emerges as if there is a new field of study having its own particular qualities.

Although this is neither new nor controversial for the rest of the developed world,

it is obvious that essential adaptation and regulation mechanisms should be

established in our universities, adjusted to our country, via international standards,

as it should be in other service providing fields. In this respect, it is important to

emphasize that there is no substantial obstacle preventing the establishment of

fundamental principles and regulations.

This presents us with an important opportunity to help psychological services

establish in a more sound way with a stronger base. Structural and organizational

improvements in psychological services at universities would contribute positively

to the improvements that should be realized in the general realm. These

improvements would constitute good examples of high credibility if academy

would take the lead.


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9

niversite Psikolojik Danma ve Rehberlik Merkezlerinin

Rol ve levleri: Gelimeler ve SnrllklarCem Ali Gizir

Mersin niversitesi

Son yllardaki hzl sosyal, kltrel, ekonomik ve politik deiimlere bal

olarak niversite Psikolojik Danma ve Rehberlik (PDR) Merkezlerinin rol ve

ilevlerinde de nemli deiiklikler meydana gelmektedir. zellikle Trkiyede

1982de yksekrenim kanunuyla beraber kurulan rehberlik servislerinin grev veilevlerinde nemli gelimeler grlmekle birlikte, bu merkezlerin kurumsallama

sreci henz tamamlanmamtr. Yasal dzenlemelere ramen ou niversitenin

rehberlik servisleri, birbirinden arkl ama ve anlayla yrtlmektedir ve sz

edilen grev tanmlarndaki deikenlie bal olarak verimlilik dzeyi dktr.

Dolaysyla, rehberlik hizmeti sunan uzmanlarn sre giden deiiklikler, talep ve

rsatlardan haberdar olmas ve bu balamda kendi grev ve ilevlerini stratejik

olarak gzden geirmesi beklenmektedir.

Tarihsel adan bakldnda, 1920 ile 1980 yllar arasnda mesleki rehberlikten

bireysel rehberlie bir gei olduundan sz edilebilir. niversite rehberlik

blmlerinin grev ve ilevleri zamanla gelimi, oalm ve niversite kampus

hayatnn genel zelliklerini gz nnde bulundurarak deimitir. 1980

ylndan beri gerekleen deiiklikler incelendiinde ne kan konular ise yle

sralanabilir:

1. Yksekrenim ats altndaki kurumlar arasnda mali kaynaklarn paylamasndan rekabet artmtr.

2. niversite rehberlik servislerindeki en byk kstlamalar mali snrlamalar

ve personel says kstlamalardr ve bu kstlamalar yakn gelecekte de devam

edecektir.

3. Yerlekelerde rehberlik servislerine olan talep, srekli artmaktadr.

4. niversite rencilerinde grlen ruh sal sorunlarnn yaygnl ve

iddeti, dzenli olarak art gstermektedir.

5. renciler arasnda grlen ruh sal sorunlarnn iddetindeki artnyan sra, eitliliinde de art grlmektedir.

6. Sunulan rehberlik hizmetlerinin ok kltrll gz nnde bulundurmas

beklenmektedir.

7. Rehberlik alanndaki uygulama, eitim ve spervizyonda postmodern

yaklamlarn giderek yaygnlat grlmektedir.


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8. Alkol kullanm, cinsel istismar ve intihar konularna ynelik sunulan kriz

rehberlii ve kriz ynetimi hizmetleri iin talep artmaktadr.

9. Kriz rehberlii modellerinde nemli gelimeler olmutur ve niversiterehberlik servisleri ounlukla bu kriz ynetimi giriimlerini uygulamaktadr.

10. niversite rencileri arasnda bireysel danmanlk iin youn talep

olmasna ramen giderek grup danmanl, geliimi hedeeyen nleyici

mdahaleler ve danma programlarna ynelik ihtiya ve beklentiler

artmaktadr.

11. ou niversite rehberlik merkezinde uygulanan temel mdahale yntemi

hala ksa sreli danmanlk hizmetidir.

12. alanlarn gncel mdahale yntemleri, eitim ve aratrmalar takip

edebilmeleri iin onlara imkan salanmas, stajyer eitliliinin tevik edilmesi

nemle tavsiye edilmektedir.

13. niversite rehberlik merkezlerindeki yeni teknolojilerin kullanm

artmaktadr.

14. Etik konu ve dourgulara olan ilgi ve ihtiya artmaktadr.

15. niversite rehberlik merkezlerinin deerlendirme ve aratrma aaliyetlerini

artrmalar asndan ihtiya olduu gibi, bu alandaki aaliyetleri oaltmalariin bask da sz konusudur.

Bu gelimelerle beraber Uluslararas Rehberlik Servisleri Birlii (International

Association o Counseling Services, IACS), niversite rehberlik programlarna

ynelik yeterlik onay kriterleri gelitirmitir. Bu standartlar renciler iin gerekli

olan, yksek kaliteli rehberlik hizmeti program ve uygulamalarn yanstr. Yeterlik

onay kriterlerini karlayabilmek iin niversite rehberlii u ykmllkleri

yerine getirmelidir (IACS, 2005):1. Bireysel ve grup danmanl/psikoterapisi.

2. Kriz mdahale ve acil durum hizmetleri.

3. Da-eriim (outreach) hizmetleri.

4. Danmanlk hizmetleri.

5. Ynlendirme kaynaklar.

6. Aratrma.

7. Program deerlendirmesi.8. Eitim.

Yeni gelimeler ve IACS yeterlik onay standartlar gz nnde bulundurulduunda,

niversite rehberlik merkezlerinin grev ve ilevlerini hzl sosyal, kltrel, ekonomik

ve siyasal deiikliklere gre gzden geirmesi ve geniletmesi kanlmazdr. Bu


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nedenle, niversite rehberlik merkezlerinin, rencilerin deien ihtiya, beklenti

ve taleplerini tespit edebilmesi, gncel hizmet ve mdahale yntemleri gelitirmesi,

snrl kaynaklarn etkin bir biimde kullanmas, ve stratejik planlama yaparakhizmetin kalite ve etkinliinin gelecekte karlalabilecek zorluklara kar dayankl

hale getirmesi beklenmektedir.


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Roles and Functions of University Counseling Services:

Developments and Limitations

Cem Ali Gizir

Mersin University

There have been important modifications in the roles and functions of university

counseling services related to the rapid social, cultural, economical and political

changes in the last years. Especially in Turkey, although important improvements

in the roles and functions of university counseling services have been observedsince they were established after the legislation of higher education act in 1982,

these services could not have been finished their institutionalization process.

In addition, there are many university counseling services having different

objectives and understanding form each other despite legal arrangements

and most of them have low level of productivity related to variety of tasks.

When these explanations are taken into consideration, it can be stated that

counseling center staff should be aware of the continious changes, demands

and opportunities in the environment and also should evaluate their roles and

functions strategically.

Historically, it can be stated that there was a transtion form vocational guidance

to individual counseling between the years 1920-1980 and the functions and the

roles of the university counseling centers have been gradually developed and

expanded as taking into consideration the general environmental characteristics

of the university campuses. When the research examined after 1980, the issues

emerge in the last years are as followings:

1. There is an increasing competition for financial resources among

institutions in higher education.

2. Financial constraints and available staff limitations are the most important

restrictions of many university counseling centers and these restrictions will

continue in near future.

3. Demand for counseling services on campuses are continuously increase.

4. Number and severity of mental health problems among universitystudents on campus has been steadily increasing.

5. Not only severity, but also diversity of mental health problems among

university students has been steadily increasing.

6. Increasing the multicultural competence of counseling services provided

are suggested.


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7. Postmodern approaches to counseling are being used widely in counseling

practice, training, and supervision.

8. The demands for crisis counseling and crisis management services mainlyon the abuse of alcohol sexual-assault and suicide is increasing.

9. There are important developments on crisis counseling models and

university counseling services are mostly implementing these crisis

management initiatives.

10. Although the intense demands for individual counseling services among

university students, there is an increasing needs and expectations for the

group counseling interventions, outreach and consultation programs efforts

that are directed toward personal and educational growth on campus.

11. Short-term counseling continues to be the primary treatment model at

most universtiy counseling centers.

12. Providing training and opportunities for staff to keep up with the latest

research related to students and treatment approaches and training is to

promote intern diversity are strongly suggested.

13. Using new technology in university counseling centers are increasing.

14. Interest and needs on ethical implications are increasing.15. There are strong need and pressure to conduct assessment, evaluation

and research activities of university counseling services.

With these developments, International Association of Counseling Services

(IACS) outlined the accreditation standards as the basis for the formal

accreditation of university counseling programs. These standards reflect

program elements and practice standards that are deemed essential in a

counseling center that provides high quality services to students. To be eligible

for accreditation a university counseling service must provide the following

program functions (IACS, 2005):

1. Individual and group counseling/psychotherapy.

2. Crisis intervention and emergency services.

3. Outreach intervention.

4. Consultation interventions.

5. Referral sources.

6. Research.

7. Program evaluation.

8. Training.


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When current developments and IACS accreditation standards were taken into

consideration, it is inevitable for university counseling centers to modify and

expand their roles and functions related to the rapid social, cultural, economicaland political changes in the last years. As a result, university counseling centers

must continue to identify the changing needs, expectations and demands of

university students on campus; develop updated interventions and services; use

their limited resources effectively; implement strategic planning and evaluate

the quality and effectiveness of their services in order to be resilient for future

challenges.


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niversite Danmanlnda Yaadmz Sorunlar

ve GelimelerDeniz Albayrak Kaymak

Boazii niversitesi

lkemizde niversite rencilerine sunulan psikolojik yardm hizmeti mediko-

sosyal yaplanmann ierisinde eyrek yzyldan beri bulunmakla birlikte, rehberlik

ve psikolojik danmanlk balamnda bu hizmetin salanmas grece yenidir

ve geliim aamasndadr. Bu almada, niversite rehberlik ve danmanlkhizmetlerine zg i ve d idari yaplanma, yerlekedeki konum ve mekan

olanaklar, nansal kaynaklar, alanlar, sunulan hizmetler, i ve d ibirlii

ihtiyalar, alanlarn mesleki geliimi, hizmetlerin deerlendirilmesi, niversite

danmanlna zg zorluklar, gncel sorunlar ve son olarak danmanlk eitimi

verenlerin gz nnde bulundurmas gereken unsurlar ele alnmaktadr.

ne kan konunlar u ekilde sralanabilir. ncelikle, d idari (ynetimsel)

yaplanma asndan merkezlerin taraszln salayacak ekilde, medikal,akademik ve dier idari birimlerden bamsz bir organizasyona sahip olmalar

gerekmektedir. idari yaplanma sz konusu olduunda, danmalk anlay

ierisinde kendine zg, esnek almalarn yaplabildii ibirliine ak bir sistem

beklenmektedir. Merkezlere yeterli destek ve kaynak salanmas ve personelin

hizmetleri salayacak lde geni olmas, zellikle yetersiz salk sistemleri

ierisinde d kaynaklara ynlendirmenin ilevsellikten uzak olmasndan dolay,

byk nem tamaktadr. Mevcut sistem ierisinde danmanlar ve spervizrleriin yeterli uygun pozisyonlar ne yazk ki bulunmamaktadr. Yine mevcut sistem

ierisinde danmanlarn niversitedeki konumlar olduka eitlilik gstermekte

ve rol tanmlaryla uyumamaktadr. Sunulan hizmetler asndan danmanlar

dorudan hizmet yolunu semekte ve bu nedenle niversite topluluu zerindeki

etkileri azalmaktadr. renciler, dier hizmetlerdense bireysel danmanlktan

yana tercih gstermekte olduklarndan, bekleme listeleri de uzayp gitmektedir.

Kstl kaynaklarn daha ilevsel kullanlabilmesi iin ksa sreli, danmanlk

odakl hizmetlerin sunulmas nerilmektedir. rencilerin yaadklar sorunlarneitlilii ve ciddiyetindeki art, danmanlk hizmeti salayanlarn yetkinliinde

ilerlemeyi de gerekli klmaktadr. Danmanlar, rencilerin tm hizmet ihtiyalarn

karlayamamakta; aratrma ve program deerlendirme gibi almalarda ekingen

davranmaktadrlar, buna bal olarak da niversite genelinde ve aklteler arasnda

grnrlk asndan dk bir prol ortaya koymaktadrlar. Danmanlk


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hizmeti sunanlarn gerekli tm teknolojik olanaklara sahip olmalar; rencilerin

yaad ortak sorunlara ynelik ksa, bilgilendirici metinler hazrlayarak geni

renci topluluklarna ulaabilmeleri, kendi kendine yardm cesaretlendirici birrol stlenmeleri beklenmektedir. Hazrlanan programlarn nleyici ve geliimsel

niteliine arlk verilmesi, tm sistemi kapsayan mdahaleler planlanmas,

alanlarn mesleki geliimine de nem verilmesi gerekmektedir.

Trkiyede niversite danmanl alannda bamsz bir birlik atsndan, belirli

konularda aratrma ve yaymlama aaliyetlerinin srekliliinden henz sz

etmek olanakl deildir. Yine de, son on yl iersinde YRET (Yksekrenimde

Rehberlii Tantma ve Rehber Yetitirme Vak) bamsz vak olarak niversite

danmanl ekseninde bir dizi toplantlarn dzenlenmesine nclk yapmtr.

Dier yandan niversiteler ise, ancak geen yldan itibaren (2006) zgn mesleki

toplantlar dzenlemeye balam, ilki Ko nivesitesinde gerekletirilmitir. Bu

alma, ilkini takiben Sabanc niversitesi bnyesinde dzenlenen sempozyumda

sunulan bildiri temelinde hazrlanmtr. Son szler olarak, niversite danmanlk

alannda ilerlemelerin, rencilerin yaam kalitesine yklenen deere bal olduu;

danmanlk hizmetlerinin balang aamasnda ve geliim iin daha ok yol katedilmesine ihtiya duyulduu iade edilebilir.


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Problems and Advances we Experience in

University Counseling

Deniz Albayrak Kaymak

Boazii University

Psychological services for Turkish university students existed within medical social

framework over a quarter century, but counseling services are rather new and at

the stage of development. This article examines various unique characteristics

of university counseling services, including external and internal administrativestructures, campus location and setting, fees and financial sources, personnel,

services provided, cooperation needs to be built, evaluation and development of

services, unique challenges faced, issues and current concerns and finally, lessons

to be taken by counselor educators.

Important issues can be listed as in the following: outer administrative structure

of counseling services need to be affiliated to, but separate from medical,

administrative and academic units to have their own neutral organizations;

inner administrative structure need to be kept open to contributions of its own

personnel; local services are preferred over single centers if they are provided by a

sufficiently large team and supported by adequate resources; services have to be

affiliated to clinicians or in good referral relations for treatment of severe problems;

outsourcing is not an effective way of serving students especially in insufficient

health care systems; there is lack of appropriate positions for counselors and

supervisors within the existing system; positions held by counselors are various

and do not fit their role definitions; counselors either prefer direct student

services, thus remain limited in their impact on campus life or get lost in providing

in indirect services; students have clear preference for individual counseling over

other services thus waiting lists accumulate; brief and focused counseling and

limited number of sessions are recommended to better use of scarce resources;

variety, severity of student problems as well as their diversity are on rise requiring

higher competence level from counselors; counselors cannot meet all student

service needs and replace other services like career development; counselors shyaway from research and evaluations thus present a low profile lacking visibility

among academic faculty; peer projects are just beginning and have importance in

increasing student input; counselors need to use technological means and prepare

brief informative texts on common student concerns to reach larger groups and

encourage self-help; counselor education programs need to give more emphasis


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on lifespan development, college counseling, system-wide interventions,

consultation and personal development as a way to avoid burn-out.

University counseling in Turkey does not yet have its own association (separate

from the national association of counseling), continuing publication and consistent

research focus. However, it has its own foundation, YORET, which initiated a

series of meetings on university counseling issues last decade. Universities,

however, started unique professional meetings only last year. This first meeting

was organized by Koc University. This article was based on a presentation made

at the second meeting held at Sabanci University this year. Despite all the efforts

both meetings had limited attendance rates. Advances in university counseling are

dependent upon the social value attached to increased quality of student life and

services were initiated but they are yet to develop.


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ada Rehberlik Sistemleri

Hatice Gne zlem anSabanc niversitesi Boazii niversitesi

Yksek renimde renci destek hizmetlerinin son derece nemli olmasnn

nedeni, tek hede zerine odaklanmalardr: renciler iin verimli bir renim

ve yaam ortam yaratmak. Genlerin ruhsal sal ve iyilik hallerini ana eksene

yerletirmi olmalarndan dolay, bu hizmetler arasnda rehberlik servislerinin esiz

bir konumda olduu sylenebilir. Yksek renim Kanununun 2574. maddesigerei Trkiyede 1982 ylndan itibaren niversiteler, sz edilen hizmetleri

(psikolojik danmanlk, salk, sosyal olanaklar vb.) sunmakla grevlendirilmitir.

Dolaysyla, akademik almalar tarandan glgede braklm olmasna ramen

rehberlik servislerinde say, grev ve ilev eitlilii asndan 1982den beri nemli

bir art olmutur. ada rehberlik sistemlerinden bireysel/grup danmanlk/

psikoterapi, kriz ynetimi, da eriim, konsltasyon, aratrma, program

deerlendirme ve eitim gibi geni bir alanda grevler beklenmektedir. Ancak

bireysel danmanlk/psikoterapi gibi dorudan hizmetlere ayrlan dengesiz iyk dalm, gnmz uzmanlarnn en ne kan sorunlarndandr. Uzmanlar,

aklteler ve idareyle birlikte almay hedeeyen bir iliki kurmaya, nleyici

ve geliimsel mdahalelere, aratrma yapmaya, dzenli olarak hizmetlerini

deerlendirmeye, stajyer eitimine, ve ayn zamanda kendi mesleki geliimlerini

salayacak aaliyetlerde bulunmaya yeterince vakit ve kaynak ayramamaktadrlar.

eitli psikolojik zorluklarla karlaan rencilere sunulan bireysel danmanlk/

terapi kukusuz rehberlik merkezlerinin yerine getirmeleri gereken nemli bir

hizmetidir, ancak, yalnzca bireysel seanslara odaklanmak baz sorunlar da

beraberinde getirmektedir.

ncelikle merkezlerin sadece psikolojik sorunlar yaayanlara deil, btn

niversite rencilerine ynelik grev ve sorumluluklar vardr; onlarn geliimsel

gereksinimlerini karlayacak almalar yrterek eitim ve yaam kalitesinin

ykselmesine de katkda bulunmalar, istendikten te, temel hedeeri arasnda

olmaldr. Bunun yan sra, dorudan hizmetlere odaklanmak, danmanlkmerkezlerinin niversitedeki konumunu marjinalletirmekte, bu da aklteler

ve idareyle olan iletiim ve ibirliini zayatmaktadr. Kanlmaz olarak

danmanlk merkezinin niversitede karar alma ve politika gelitirmede etkisi

azalmakta, idari kurumlar ve aklteler tarandan grnrlkleri ve aldklar

destek zayamaktadr. Farkl merkezlerdeki uzmanlar gncel durum ve sorunlar


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sempozyum gibi toplantlarda tartmaktadrlar ancak, niversiteler ncelikle

eitim kurumlardr ve her ne kadar uzmanlarn izlenimleri nemli olsa da ideal

olan, alanda alan kiiler olarak almalarn, grlerini akademik yaymlardada iade etmeleridir. Bu ekilde etkileyici tartmalardan daha ok verilere nem

veren akademik topluluk iindeki karar alc merciiler tarandan ayn misyon iin

alldna dair arkndaln oluturulaca umulmaktadr. Son olarak, yksek

renim ats altnda bulunmann gereine dayanarak ada rehberlik hizmetinin

gereksinimlerini karlayabilecek uzmanlar yetitiren akademik programlarn

hazrlanmasnn da sz edilen btn bu almalarla birlikte, niversite topluluu

iinde rehberlik hizmetinin nemiyle ilgili bilinci arttraca ve tannmasn

salayaca dnlmektedir.


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Contemporary Counseling Sytems

Hatice Gne zlem an

Sabanc University Boazii University

Student support services are vital institutions in higher education for they focus

on one organizing belief: building a fruitful learning and living environment for

university students. Counseling services are in a unique position among these,

since they are dedicated to student mental health and well being. In Turkey, Higher

Education Law No. 2574 mandates university student services to provide students

with health services, guidance and counseling as well as social services since 1982.

Since then, although overshadowed by academic activities, there has been a

significant increase in the number of counseling centers and multiplicity of roles

and functions in higher education. Contemporary counseling systems are expected

to provide a wide range of activities including individual/group counseling/

psychotherapy, crisis intervention, outreach and consultation interventions,

research, program evaluation and training. However, one of the challenges that

deeply concern the professionals today, is the unbalanced workload spent fordirect services, namely individual counseling/psychotherapy. Practitioners do

not have time to develop working relationships with faculty and administrators;

to offer preventive and developmental interventions for students; to conduct

research; to evaluate their services regularly and provide education for trainees

as well as promoting their own ongoing professional development. Needless to

say, providing individual counseling/therapy to students experiencing diverse

psychological difficulties is an essential duty of counseling centers; however being

lost in individual sessions causes some major problems.

Firstly, these centers are not expected to be solely involved with students who

suffer from psychological problems, but they have duties and responsibilities

for the entire student population in the university; they are also expected to

make every effort to meet the developmental needs of all students in order to

maximize their higher education experience. Additionally, being fixated in direct

services marginalizes the role of the centers in the university community, andthis debilitates communication and cooperation with faculty and administrative

units. And this, in turn, weakens decision taking and policy making power of

the centers to promote various aspects of university life. Due to the lack of

cooperative relationship, administrative units and faculty are far from being fully

aware of and supportive of the complex role of counseling services. Without


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any hesitation, universities are primarily academic institutions and practitioners

do not have time to engage in academic writing due to being overwhelmed by

direct service. Professionals from different centers generally tend to discuss theircurrent issues and concerns during the meetings as symposiums. Needless to say,

impressions of practitioners are valuable, and ideally such knowledge should be

based on written documents authored by university counselors who are on the

front lines working with students and university community, because it is more

likely that the actions of decision makers will be influenced more by data than by

impressive arguments in academic communities. Finally, as being an integral part

of the educational mission, counseling services are supposed to design academic

programs producing professionals who are fully equipped to meet the needs of

contemporary counseling service. All of these efforts will contribute to raising

awareness about the crucial role of these services and to achieve recognition in

university communities.


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Yksekrenimde Engelli renciler ve Destek Sistemleri

Elzi MendaSabanc niversitesi

Yksekrenim gren engelli rencilerin eitim-retim srelerine tam

katlmlarnn salanabilmesi iin gerekli destek sistemleri gelitirilmelidir. 2006da

yaynlan zrller Danma ve Koordinasyon Ynetmelii de bu gerekliliin resmi

bir iadesidir. Destek sisteminin oluturulmasnda dikkat edilmesi gereken en

nemli noktalar unlardr: rsat eitliini hedeemesi; renci katlmna nemvermesi; rencinin sosyal ve kiisel geliimini hedeemesi, her renciye bireysel

yaklamas; gvenilir ve gizlilik ilkesine bal olmas, adil olmas (renciye haksz

avantaj salamamas; eitim standartlarndan dn vermemesi) ve sorumluluklarn

paylalmasdr. Sorumluluklarn paylamnda ynetime, akltelere, retim

yelerine, rencilere ve destek sorumlusuna nemli grevler dmektedir.

niversite ynetimi, renciden talebin gelmesini beklemeden, gerekli olabilecek

dzenlemeleri dnmeli ve planlamasn yapmaldr.

Dier yandan retim yeleri, her renciye eit mesaede durarak, tm rencilerin

eriebilecei ders malzemelerini hazrlayp, snn yapsna uygun bir retim

metodu gelitirmelidir. Fakltelerin, rencilere ders seimlerinde yardmc olacak

bir akademik danman atamalar, rencinin doru ynlendirilmesi asndan son

derece nemlidir. Atanan danmann nyargdan uzak bir ekilde, rencinin nasl

yapabileceine odaklanmas, neriler sunmas ve son karar renciye brakmas

gerekir. rencinin sorumluluu ise ncelikle birime bavurmak, gereksinimlerini

dile getirmek, istenen belgeleri salamak, dzenleme taleplerini zamannda iletmek,

derslere katlmak ve kararlatrlan dzenlemelerin takipisi olmaktr.

Destek sorumlusu ise gerekli dzenlemelerin koordinasyonundan ve takibinden

sorumludur. Destek sreci, adayn bavuru aamasndan balar. Aday renciler

iin hazrlanan tm tantm malzemelerinin (CD, bror, kitapk, vs.) eriilebilir

olmas ve engelli rencilere sunulan destek hizmetleri de iermesi gereklidir.

Bavuru ormlarna herkesin eriebildiinden emin olunmaldr. Bu ormlardaengellilik durumu ile ilgili sorular bulunursa, sonraki aamalar iin gerekli

dzenlemeler tespit edilerek hazrlklara balanabilir. Destek srecinin ikinci

aamas niversiteye kayttr. Burada da kaytla ilgili tm bilgi ve ormlara

eriilebildiinden emin olunmaldr. Ulam, konaklama, yabanc dil snav gibi

konularda gerekli dzenlemeler yaplmaldr. rencinin kampus ve niversite


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yaamna oryantasyonunda st snardan gnll akran danmanlar destek

verebilir. Ders kaytlaryla birlikte balayan akademik destek srecinde, rencinin

gereksinimleri dorultusunda ders materyallerinin arkl ormatta sunulmas,alternati deerlendirme yntemleri, destekleyici teknolojiler, vb. gibi dzenlemeler

sz konusudur.

niversiteye gelene kadar birok engellerle karlaan bu renciler iin niversite,

baa kmalar gereken yeni engelleri de beraberinde getirmektedir. Bu anlamda

destek sorumlusunun renciyle dzenli grerek, gerekli grd durumlarda,

psikolojik danmanlara ynlendirmesi rencilerin kiisel geliimlerinin

desteklenmesi asndan da son derece nemlidir. Destek srecinin bir dier

paras da kariyer danmanldr. Uygun staj olanaklar, staj yaplan kurumla

iletiime geilerek dzenlemeler konusunda destek verilmesi son derece nemlidir.

Kukusuz ziksel eriimin salanmad bir yerde destek de snrl kalacaktr. Bu

nedenle ziksel koullarn, herkesin eriimine uygun ekilde olmas iin almalar

yaplmaldr.


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Students With Disabilities and Support Systems

in Higher Education

Elzi Menda

Sabanc University

Support systems need to be developed in order to provide the full participation

of students in academic learning and teaching environments. The Consultation

and Coordination Regulations for People with Disabilities, published in 2006 and

it is an official document stating this requirement. The most essential points thatneed to be regarded while developing the support system are as follow: targeting

equality of opportunity; valuing student participation; targeting the social and

personal development of the student; individualized approaches to every student;

abiding by the safety and confidentiality principles; being fair (should not unjustly

advantage the student; should not concede from educational standards) and

sharing responsibilities. Administration, departments, instructors, students and

support personnel have important roles in sharing responsibilities. University

administration must consider and plan the necessary arrangements before a

request is made by the student.

Instructors, on the other hand, need to regard all students equally, prepare course

materials accessible to every student, and develop a teaching method that suits

the needs of the class. Appointment of academic advisors by departments to

assist in the proper selection of courses is a crucial process towards the students

guidance. Appointed instructor needs to act without prejudice and focus on how

the student can accomplish things, make recommendations and leave the final

decision up to the student. Responsibilities of the student are primarily to request

assistance, voice his or her needs, provide the necessary documents, submit

arrangement forms on time, participate in classes, coordinate and follow up on

the necessary arrangements.

Assistance period starts after the candidates application. The introductory

materials for assistance (CD, fliers, booklets, etc) need to be accessible and alsoinclude the support materials offered to students with disabilities. It should be

made certain that the application forms are accessible by everyone. If these forms

include questions about the conditions of disability, necessary arrangements for

the further steps can be detected and preparations can start. Second step in the

assistance period is registration to the university. University should make sure that


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all forms and information about registration is accessible to everyone. Necessary

arrangements should be made to areas like transportation, residency, and foreign

language examinations. Peer upperclassmen can volunteer to be advisors duringthe students orientation to campus and university life. In the period of academic

assistance that starts with course registrations, presentation of the course

material in formats requested by the student, alternative evaluation methods,

supportive technologies and similar arrangements are made.

University brings about new challenges that need to be dealt with for these

students who have faced with numerous challenges throughout their lives.

Therefore it is essential for the students personal development that the support

personnel meet with the student regularly and direct the student to psychological

counselors if it is necessary. Another component of the support system is career

advising. It is very important that the support personnel communicate with the

places of internship in order to provide support for the necessary arrangements

to take place in the workplace for the creation a suitable environment. Support

systems will be limited in places where physical accessibility is restricted. Work

needs to be done to make sure that the physical conditions are appropriate.


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Akran Danmanl Programnn Etkililii zerine

Deneysel Bir alma: Ege niversitesi rneiMine Alada

Ege niversitesi

Bu alma ile akran danmanl programlarnn daha nitelikli ve etkili bir

ekilde yrtlebilmesi iin belirlenen standartlar ve izlenmesi gereken aamalar

temel alnarak niversite rencilerine ynelik olarak gelitirilen bir akran

danmanl programnn tantlmas amalanmaktadr. Aamalar, (a) programnplanlanmasn (ihtiya taramas, rasyonel ve amalarn belirlenmesi, eitim

programnn gelitirilmesi ve program iin ynetimden destek alnmas), (b)

programn uygulanmasn (akran danmanlarn seilmesi ve eitilmesi, akran

danmanl hizmetlerinin sunulmas ve spervizyon verilmesi) ve (c) programn

deerlendirilmesini (programn deerlendirilmesi ve uzun sreli bir planlamann

yaplmas) kapsamaktadr.

almann birinci aamasnda Ege niversitesi, Eitim Fakltesinden 316 (168

kz, 148 erkek) renciden oluan bir rneklem ile bir ihtiya taramas almasyaplmtr. Bulgular, rencilerin dier yardm alabilecekleri kiiler arasnda akran

danmann setiklerini; hem ynlendirici olmayan (empatik tepkiler) hem de

ynlendirici olan yardm biimlerini (arasal tepkiler) tercih ettiklerini; programn

yararna inandklarn ve bavurma eilimi gsterdiklerini ve programn onlarn

mesleki, akademik ve kiileraras ilikiler konusundaki sorunlarna odaklanmasn

istediklerini gstermitir.

almann ikinci aamasnda akran danmanlarn yardm becerileri ve kiiselgeliimlerini artrmada akran danmanl eitim programnn etkisini aratrmak

amacyla 31 katlmcdan (15 deney grubu, 16 kontrol grubu) oluan bir rneklem ile

n-test, son-test, izleme testi kontrol gruplu deneysel desen almas yrtlmtr.

Bulgular, akran danmanl eitim programnn deney grubu katlmclarnn hem

empati hem de yanstma becerilerini artrmada kontrol grubundaki katlmclara

gre daha etkili olduunu ortaya koymutur. Bulgular, deney grubunun benlik

saygs puanlarnda n test ve izleme testi arasnda ve kendini kabul puanlarnda da

n test ve son test arasnda anlaml bir art olduunu gstermitir.almann nc aamasnda, 15 akran danman ve akran danmanl hizmeti

alan 33 gnll renci/akran dananla (17 kz, 16 erkek) byk lde nitel verilere

dayal bir alma yrtlmtr. Nitel veriler, akran danmanl programnn hem

akran danmanlar hem de akran dananlar tarandan olumlu deerlendirildiini

gstermitir.


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An Experimental Study on the Effectiveness of Peer

Helping Program: The Sample of Ege University

Mine Alada

Ege University

The purpose of this study is to introduce a peer helping program developed for

university students based on the standards and consecutive phases defined for

conducting more effective and well-qualified peer programs. The phases includes

(a) program planning (need assessment; rationale and goals of the program;development of training program; administrative permission-support; program

trainer-coordinator), (b) program implementation (screening and selection of peer

helpers; peer helpers training; service delivery; supervision), (c) program evaluation

(evaluation of the training program and service delivery; long-range planning).

In the first phase of the study, a need assessment study was carried out with a sample

of 316 (168 females, 148 males) students from Faculty of Education of Ege University.

Results indicated that students preferred peer helpers among other helping agents;

they preferred both non-directive helping styles (empathic responses) and directive

helping styles (instrumental responses); they seemed to believe the helpfulness of

the program; they tended to apply to the program; and they wanted the program

to concentrate on their career, academic, and interpersonal relationships concerns.

In the second phase of the study, in order to investigate the effect of peer helping

training program on improving peer helpers helping skills and the self-growth, a pre-

test post-test, follow-up test control group experimental design study was carried

out with a sample of 31 participants (15 experimental group and 16 control group).

The results indicated that a peer helping training program was more effective on

improving both the empathic and the reflection skills of the experimental group

participants as compared to the control group participants. The results also indicated

that there was a significant increase in the experimental group participants self-

esteem scores from the pre-test to the follow-up test and also a significant increase

in the experimental group participants self-acceptance scores from the pretest to

the posttest.

In the third phase of the study, a study, mainly based on qualitative data, was carriedout with 15 peer helpers and 33 volunteered students/peer helpees (17 females,

16 males) who received peer helping services. The analysis of the qualitative data

indicated that peeer helping program was positively evaluated by both peer helpers

and peer helpees.


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Adnan Menderes niversitesi Genlik Sorunlar

Aratrma ve Uygulama Merkezi (AD-GEN):zgn Bir Deneyim

Mehmet Eskin Gler Kksal

Adnan Menderes niversitesi

Geliimsel bir dnem olan genlik nemlidir. Bu dnemin geliimsel zellik ve

gereksinmelerinin anlalmas, hem bilimsel adan hem de toplumun bu kesimine

ynelik hizmet retilebilmesi iin, nemle zerinde durulmas gereken birunsurdur. Bilindii gibi genlik dnemi rsatlar a olduu kadar belli skntlarn

yaand da bir dnemdir. Adnan Menderes niversitesi Genlik Sorunlar

Aratrma ve Uygulama Merkezi (AD-GEN) sz konusu gereklilikler gz nne

alnarak 1997 ylnda kurulmutur. Bu almada AD-GEN ve etkinlik alanlar

tantlmaktadr. Psikoloji, psikolojik danmanlk, psikiyatri, sosyoloji, psikiyatri

hemirelii gibi deiik akademik disiplinlerden gelen retim elemanlarnn

birlikte grev ald merkez, genlik ana zg sorunlarn belirlenip zme

kavuturulmas ve bu konularda kamu ve zel sektre danmanlk verilmesi gibi

etkinliklerde bulunmaktadr. Merkezin etkinlikleri psikolojik-eitsel hizmetler,

aratrma-planlama ve sosyal-kltrel hizmetler birimlerince yerine getirilmektedir.


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Adnan Menderes University Youth Research

and Application Center: AD-GEN

Mehmet Eskin Gler Kksal

Adnan Menderes University

Youth is an important developmental period. Knowing the developmental

characteristics and needs of this developmental period is important from a

scientific point of view and for providing service for this group of society. As iswell known, youth is a period of opportunities as well as a developmental period

characterized by some problems. By taking these considerations into account,

Adnan Menderes University Youth Research and Application Center (AD-

GEN) was founded in 1997. This paper describes AD-GEN and its activities.

At the center, academicians from fields of psychology, psychological counseling,

psychiatry, sociology and psychiatric nursing work together to determine the

problems of youth and for the solution of these problems. The activities of the

center are realized through the units of psychological-educational services,

research-planning and the social-cultural services.


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Dou niversitesi Psikoloji Merkezi (DPEM)

Serap zerDou niversitesi

Dou niversitesi Psikoloji Eitim Merkezinde rencilere ynelik danma

hizmetleri, arkl bir modelle sunulmaktadr. niversitede yer alan klinik psikoloji

yksek lisans programnn i staj kapsamnda yksek lisans rencileri canl

spervizyon alarak grmeleri gerekletirmektedirler. Bu merkezde rencilerin

yan sra renci aileleri, personel ve aileleri de hizmet almaktadrlar. Bu programbilisel davran terapi modelinde eitim vermektedir. Btn grmeler canl

olarak izlenmekte ve grsel-iitsel kayt alnmaktadr. Dananlara en bata tm

sistem tantlmakta ve spervizrn de psikoterapinin katlmc bir paras, terapi

ekibinin nc yesi olduu anlatlmaktadr. Bu srecin banda da kiilerden bu

terapi ekli ile ilgili onay alnmaktadr. Spervizrler grmelere teleon yolu ile

veya ieri girerek katlmaktadrlar. Spervizyon hem teleon kanal ile canl olarak, ya

da canl modelleme ile gerekletirilmesinin yan sra, her grme bitiinde stajyer

ve spervizr grme kaydnn zerinden geerek de yaplmaktadr. Byleliklebir ekip almas gerekletirilerek hem yksek lisans rencileri tezgahta

eitim almakta hem de dananlar kaliteli hizmet almaktadrlar. Merkezin iki yllk

kullanm istatistikleri rencilerin bu hizmeti kayt altnda almay ret etmedikleri

ve erken sonlandrma yzdesinin, uzun sreli terapi alma yzdesinden arkl

olmadn gstermektedir. Bu yzdelerin arkl merkezlerdeki kullanm yzdeleri

ile karlatrmas ve rencilerin aldklar hizmetle ilgili doyumlar ve yararlanma

lmleri, gelecekte zerinde allmas gereken konulardr.


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Dou University Psychology Center (DPEM)

Serap zer

Dou University

Dogus University Psychological Education Center (DPEM) provides psychological

services to students, staff as well as families. Services are provided to clients at

DPEM within a unique framework. The therapeutic interviews are conducted by

second year graduate students in the clinical psychology MSc program under live

supervision within the module of the programs Internal Internship. The Masters

Program is clearly defined as providing education within the Cognitive Behavior

Therapy framework. All therapeutic interviews are conducted in rooms equipped

with audio-visual recording capacity and all interviews are supervised live and are

recorded. Supervision is not only provided live, but also, the recordings are viewed

after each session by the intern and supervisor and discussed. At the beginning of

the therapeutic process the setup of the center and how it operates is explained

to the client and the supervisor is introduced as a third member of the treatment

team. An informed consent is obtained from the client at this stage. Supervisorsbecome a part of the therapeutic process through phone calls to the consultation

room or by actively entering the therapy room when they deem necessary. This

model enables the graduate student to receive on the job skills training, while

providing high level services to clients. Two year utility statistics of the Center

is provided. These statistics appear to indicate that students are not averse to

receiving services in this setting, very few refusals were observed. Premature

termination percentage is not higher than percentage of clients continuing for 12

or more sessions. It would be important to compare these statistics with utility

statistics from other University Centers. Further research at the Center will focus

on client satisfaction and pre and post measurements of problem behavior.


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Yksekretimde Psikolojik Danma ve Rehberlik

Uygulamalar: Atlm niversitesi ModeliB. Dilek Karaduman

Atlm niversitesi

Bu almann amac, Atlm niversitesi rencilerine ynelik olarak hizmet

veren renci Geliim ve Danma Merkezi (GDM) ile ilgili bilgi vermektir. Bu

ama dorultusunda; merkezin kuruluu, hedeeri ve aaliyet alanlar ile ilgili bilgi

paylamnda bulunulmaktadr. Atlm niversitesi renci Geliim ve DanmaMerkezi, 2001-2002 akademik yl balangcnda, renci sorunlarnn youn

olarak yaand, ngilizce Hazrlk Okulu Mdrlne bal olarak kurulmutur.

Kapsaml geliimsel psikolojik danmanlk yaklamna gre almalarn srdren

merkezde, u anda bir merkez bakan ve iki tam zamanl psikolojik danman

grev yapmaktadr. Merkezde, bireysel ve grup danmanlk almalarna ek

olarak renci niteliklerini belirlemek iin aratrmalar yrtlmekte, rencilerin

bireysel ve akademik geliimlerine yardmc olmak amacyla, "akademik baary

artrma ve etkili ders alma teknikleri" gibi tm rencilere ynelik olarak herrencinin katlmnn saland sertikal kurs programlar dzenlenmekte ve

eitli seminerler verilmektedir. Hazrlk okulunda renimlerine devam eden

tm rencilerin bir sn akademik danman bulunmakta ve bylece renciler,

bireysel olarak takip edilebilmektedir. Hazrlk okulunu baaryla tamamlayarak

blmlerine devam edecek rencilerden danmanlk hizmeti verilenlere dair

nemli olan bilgiler, renci bilgi aktarm ormuna ilenerek, blmlerindeki

akademik danmanlarna gnderilmekte, bylelikle bilgi ak ve ibirlii dahaetkili hale getirilmektedir. niversitemizde, psikolojik danma hizmetlerinde

uyguladmz bu modelin, yeni kurulacak niversiteler iin de nerilebilecei

dnlmektedir.


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Psychological Counseling and Guidance Applications In

Higher Education: Atlm University Model

B. Dilek Karaduman

Atlm University

The purpose of this article is to give information about Student Development

and Counseling Center at Atilim University. For this purpose; the information

concerning the establishment, goals and the activities of the center will be

presented. Atilim University Student Development and Counseling Center wasestablished at the beginning of the 2001-2002 academic year as a subdivision of

English Preparatory School, since newcomers have many problems. Our centers

aproach is comprehensive, developmental psychological model. There are two

full time psychological counselor and a coordinator at the center. Apart from

individual and group counseling, researches focusing student profiles and needs

are fulfilled. Seminars and course programs like improving academic achievement

level of students and effective studying strategies are delivered to all the students

at Atilim University, English Preparatory School. All students at preparatory school

have an academic advisor, so that students can be followed individually. Important

information related to student is shared with their advisors in the departments as

soon as they finish the preparotory school succesfully. The model used at Atlm

University Student Development and Counseling Center could stand as a good

example for the new universities pychological counseling centers.


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Psikoloji ve Psikoterapide Bir Kltrleraras Uyum

Modeli ve Uygulama rnekleriMeral ulha

Sabanc niversitesi

Psikoloji ve psikoterapi uygulamalarmda yllardr kullandm bir modeli takdim

edeceim. nereceim kuramsal ereve bir kltrleraras uyum modelidir ve

A.B.D.de Minnesota niversitesi Psikoloji Blmnde yrtm olduum doktora

tezimde uygulanmtr. Tez almas yabanc rencilerin uyumunu aratrmaktave kuramsal model kii ile evresi arasndaki uyumu, uygunluu ele almaktadr.

Kii ile evresi arasndaki uygunluk kii-evre ilikilerinin harmonisi, kii ile evresi

arasnda karlkl ve birbirini tamamlayan bir ilikinin varl demektir. Bu ilikiye

kii kendi beklentilerini getirir, buna karlk evrenin de kiiden beklentileri vardr.

Herhangi bir evrede yaayabilmek iin kiinin bu evre ile belirli bir derecede (bir

asgari derecede), uyum halinde olmas gerekmektedir. Doyum ve yetkinlik kii ile

evresi arasndaki uygunluu-uyumu gsteren iki nemli kavramdr. Bu iki kavram

kiinin evresi ile uyumunun ne derecede baarl olduunu gsterir. (Dikkatedilirse evresine olan uyum demiyoruz). Burada kiinin evresi ile karlkl

uyumu vurgulanmaktadr. Kii ile evre arasnda bir etkileim, bir alveri

sz konusudur. evre de kii kadar iin iindedir. Kiiden bu evreye uyumu

beklenemez, nk sre tek ynl deildir. Modelin baka bir boyutu da kiinin

yeteneklerinin evrenin beklentilerini karlayp karlamadnn saptanmasdr.

Modeli bir rencinin yeni balad niversiteye uyumuna uygulayacak olursak:

Bir niversite rencisinin niversiteye uyumu, kiinin olduu kadar niversiteninde sorumluluudur. Genlerin yeterli olmadklar alanlar tespit edilip bu alanlarda

programlar dzenlenebilir. O halde herhangi bir niversite ortamnda yukarda

anlatld ekilde rencinin uyumunda nemli grlen aktrler, artlar tespit

edilip yerine getirilir. Bu kanmca psikolojik danmanlk elseesine de uymaktadr.

Ksaca, doyum (satisaction) kiinin ihtiyalarnn ne derece karlandn,

yetkinlik (satisactoriness) ise kiinin yeteneklerinin, evrenin beklentilerini

hangi lde karlayabildiinin gstergeleridir. Memnun ve yetkin kii kendisi ile

barktr.


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A Model of Cross Cultural Adjustment in

Psychology and Psychotherapy

Meral ulha

Sabanc University

I will present a model that I have been using for years in my practice of psychology

and psychotherapy. My proposed theoretical framework is a model for cross

cultural adjustment and was implemented in my psychology doctoral dissertation

in the University of Minnesota, USA. The thesis researches foreign studentscompatibility, and deals with the adjustment and correspondence between the

theoretical model individual and the environment. The correspondence between

an individual and the environment means the harmony between the person and

the environment, and the existence of a mutual and complementary relationship

between the individual and the environment. The individual brings his/her own

expectations into this relationship; on the other hand, the environment has

expectations from the individual. In order to live in an environment, the person needs

to be in a certain degree (at least a minimum degree) of correspondence with that

environment. Satisfaction and competence are two important concepts showing

the adjustment-correspondence between an individual and the environment.

These two concepts indicate how successful the individuals adjustment to the

environment is going to be. (If you will notice, we are not saying the individuals

adjustment to the environment). The mutual adjustment between the individual

and the environment is emphasized here. Environment is a participant as well.

We cannot expect an individual to conform to the environment because it is

not a one-way process. Another dimension of the model assesses whether the

individuals abilities meet the environments expectations. If we are to implement

this model to a students adjustment to a new university: a students adjustment to

the university is as much a responsibility of the university as it is of the individual.

Areas where the youth is not competent should be detected and programs need

to be developed. Therefore, the factors and conditions important to students

adjustment are detected and implemented in any university. In my opinion, this is

consistent with the philosophy of psychological counseling. In short, satisfactionis a measure of how much the individuals needs are met, and satisfactoriness is

a measure of how much the individuals abilities meet the expectations of the

environment. Satisfied and competent individual is at peace with herself.


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Kiileraras Kabul: niversitelerde Uygulamalar

Fato ErkmanBoazii niversitesi

Gnmzde niversite rencilerinin ar bask algladklar ve psikolojik

uyum ve salklarnn tehdit altnda olduu bilinmektedir. Bu durumun zm

psikolojik salamla sahip genler yetitirmekten gemektedir. Genlerimizin

direnli olabilmeleri iin bir alt yapya ihtiyalar vardr ve bu alt yapnn temel

talar da kabaca yksek zdeer, yetkinlik duygusu ve umuttur. Ronald P. Rohner(2000) tarandan ortaya atlm olan ebeveyn kabul red kuram, ocuklukta

anne-baba tarandan kabul veya reddedilmenin, ocuun psikolojik geliimini ve

yetikinlikteki uyumunu nasl etkilediini aklayan ve yordayan bir sosyalleme

kuramdr. Gnmzde bu kuramn kapsam geniletilmi ve insanlarn tm

nemli yakn ilikilerini ierecek biimde gelitirilmi ve dnyada herkesin kabul

edilme temel gereksinimi olduunu grgl almalarla ispatlanmtr. Bu modelde

herkesin az veya ok kabul alglad ve herkesin bu boyutta, her ilikisinde bir

yere yerletii ne srlmektedir. Dnyann eitli lkelerinde yaplm olanaratrmalar, kabul veya reddedilmenin ocuklarn hem duygusal, davransal ve

sosyal-bilisel geliimini, hem yetikinlikteki psikolojik uyumlarn etkilediini

gstermitir (Rohner, 2002, 2005; Erkman, 1992, 2007).

Bu balamda niversitelerde rencilere ynelik etkinlikler planlarken oturtulacak

olan ereve yle izilebilir: 1. niversitede rehberlik ve psikolojik danmanln

birincil hede, direnli ve etkin genlerin geliimini salamaktr. 2. niversite

ortam nemli bir anahtar btnletirici sosyal sistemdir. 3. Gvenle kullanabilecek

olan iki kuramsal yaklam; psikolojik sa

2. universitelerde psikolojik danismanlik sempozyumu_ozet bildiriler

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